The Effect of Instructional Group Size on the Academic Achievement of Highly Able Third Grade Math Students
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2015-04
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Abstract
The purpose of this study was to determine whether third grade students identified as gifted or highly able would have higher levels of achievement on unit tests in mathematics if they were instructed in small groups as opposed to receiving instruction as a whole class. To determine which approach resulted in higher levels of achievement, gain scores on assessments of unit content offered in small groups and in a whole group setting were compared. Students’ feelings about the content of the unit and its delivery using the two instructional conditions were assessed using a survey at the end of each unit and at the conclusion of the study. Results indicated that achievement gains were higher for the unit in which students were instructed in small groups. There was no significant difference in perceptions about the units or their content delivery through whole class versus small group instruction. While results suggested that small group instruction had benefits in terms of achievement, additional research controlling for factors which might affect the achievement outcomes and students’ perceptions, such as time of year and subject matter, appears to be warranted.